Towards Outcomes-based Practice in Science Education

  • Joyce B. Molino Magtolis Associate Professor
Keywords: OBE, Science education, Constructive Alignment, Design studies

Abstract

To advance the field of science education in general and biology education in particular. This study presents the development and evaluation of a teaching sequence for teaching and learning quality K to 12 science education newly implemented in the country. The study aimed to develop and evaluate a Constructively Aligned Teaching Sequence (CATS) on organ systems for K to 12 Senior High School Biology curriculum anchored on Outcomes-based Teaching and Learning (OBTL). This study anchor on the theoretical and methodological assumptions of educational design studies.The drawing method, researcher-made pretest/posttest, questionnaires, checklist, videotaped lessons, and recorded interviews composed the research instruments. Therespondents were an entire class of 47 university freshmen and ten science instructors in one of the country's normal schools. Quantitative data were analyzed using relative frequency distribution, percentage method, nonparametric tests, and t-test. Thematic approaches examined qualitative data like student's drawings, interviews, and observations. Quantitative and qualitative data corroborate that the use of CATS contributed to the attainment of the students' learning outcomes. The study recommends further that CATS may be redesigned to strengthen correct conceptions, enhance limited conceptions, and remediate students' conceptions in conflict with the accepted biological concepts. CATS offers an innovative teaching material and an avenue for further research on its improvements such as construction, usage, handling, and storage of the organ system model outputs.

 

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Author Biography

Joyce B. Molino Magtolis, Associate Professor

Leyte Normal University
Tacloban City, Philippines

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Published
2021-02-05
How to Cite
Magtolis, J. B. M. (2021). Towards Outcomes-based Practice in Science Education. GPH-International Journal of Educational Research, 4(01), 01-14. Retrieved from http://gphjournal.org/index.php/er/article/view/364